Elm490 Eval 1

CLINICAL PRACTICE EVALUATION 1
Olivia Brunt 20326663

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 1/6/2020 4/26/2020

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
West Wing Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
Arizona
SCHOOL STATE: ___________________________________
Kelly Bills
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Margaret Jacobs
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 90.1 points 90.1 %
10.00 1000 901 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 88
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
The teacher candidate demonstrated how she believed the student she was teaching could complete the snowman drawing per following directions and via her comments. The students were
able to successfully complete each step with her support. Ms. Brunt frequently affirmed the students as they followed worked individually while observing her model the instructional. The
cooperating confirms she is positive with students.
Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 90 1.00
establish relationships characterized by respect and rapport.
Evidence
The teacher candidate desires to have a positive impact on students. Even though they coming from fairly high income liviing situations and not from culturally diversified backgrounds, she is
demonstrating sensitivity for students needing addtional supports. She shared about a student froma single parent home and an IEP student. Per the cooperating teachers and what this
supervising teacher observed, Ms. Brunt treats students with respect, compassions and care as she gets to know each student.


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 89 1.00
Evidence
The teacher candidate exercises fairness with students as was observed in her lesson. She gave the student the support needed to be successful. It was recommended that she also encourage
them to become more independent in following directions verses copying from peers with having them use privacy folders. She was patient in restating the steps so those needing more support
could follow expectations on their own. She is aware of confidential paperwork and and student information. One of the students was recently evaluated for special education. She is careful to not
discuss such information in front of students and parents.
Professional Conduct Score No Evidence
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 93
Evidence 1.00
The teacher candidate is always a positive role model per the cooperating teacher. She is very much appreciated for her involvement in the grade level department and PLC meetings at the site.
Ms. Brunt is observed using skills in making sound judgement. Although there was a substitute in the room, she took over the class when the cooperating teacher was gone for two days prior to the
observation and used sound judgement though out the experience.


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 93
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
The teacher candidate is developing her skills in becoming an outstanding educator. She is shares successes with other staff members and is open to learning about what is working for them. The
cooperating teacher shared that Ms. Brunt is very collaborative and often asks other teachers their opinions of instructional strategies, etc. She has lunch daily with the other grade level teachers
and shares in discussions on instructional plans, supplemental materials, etc.
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
89
Evidence
The teacher candidate taught a lesson where students followed her step by step instruction while modeling actions via the docment camera. The result was that each child had drawn versions of a
snowman during the observation. She used the same verbiage to teach the student repeatedly as to how to complete each step, including drawing the finshed drawing. While there was not curiiosity
aroused with the modeded instruction, she did have them guessing what they thought the end product would be. She is learning to incorporate active inquiry as she works with the students.


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
93 1.00
Evidence
The teacher candidate can be relied on to fulfill her responsibilities. She is always honest as demonstrated in what she says and does. Although she has recently started student teaching, staff and
students are learning to trust her. She is being viewed as a valued staff member
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 89
Evidence
The teacher candidate is always friendly, professional, warm and genuine in her relationships with others. She is continuously refining her overall teaching skills to fully support intellectual and is
striving to support the emotional needs of each student.


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 85 1.00
Evidence
The teacher candidate recognizes the value of community involvement and although she does not live by the school, she is desiring to be involved with the family activites planned. She wants to
promote having families come to participate in varied activities based around school traditions and possibly other ones.
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
92
1.00
Evidence
The teacher candidate expresses her love for students and wants to be a teacher. She demonstrates her dedication regularly in her planning, instruction, interactions with all, etc.

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

90.1 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Margaret M Jacobs
Margaret M Jacobs (Feb 1, 2020) Feb 1, 2020

Elm490 Eval 1

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CLINICAL PRACTICE EVALUATION 1

Olivia Brunt 20326663

Bachelor of Science in Elementary Education

ELM-490 1/6/2020 4/26/2020

West Wing Elementary School

FOR COURSE INSTRUCTORS ONLY:

Olivia Brunt 20326663

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Olivia Brunt 20326663

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Olivia Brunt 20326663

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Olivia Brunt 20326663

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Olivia Brunt 20326663

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Olivia Brunt 20326663

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

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